Global Competence MatricesGlobal Competence is the capacity and disposition to understand and act on issues of global signicance.Global Competence can be developed within any discipline, and it can cut across disciplines. The seven global competence matrices one main matrix and six content-area matrices help teachers and students understand Global Competence and how to apply it.The main Global Competence matrix provides detail about the overall denition of Global Competence and how it might be demonstrated by students. The six content-area matri-ces supplement the main matrix with additional information and perspectives relevant to each content area and its objectives and offer teachers and students a way to look at global competence through the different content area lenses. For teachers, the content-area matrices outline essential skills and concepts (big ideas) that connect the discipline with an application of global competence within and beyond the classroom.Each matrix can be used to guide teachers in designing lessons and developing assessments forstudent work. For students, the content-area matrices identify specic strategies for using the subject areas big ideas to understand the world and using the world to understand the big ideas of the subject area for developing and applying the disciplines big ideas in a global context.www.edsteps.orgGLOBAL COMPETENCE MATRICESMain Global Competence Matrix2CONTENT-AREA MATRICES:Arts3English Language Arts4Mathematics5Science6Social Studies7World Languages81MAIN GLOBAL COMPETENCE MATRIXGlobal Competence is the capacity and disposition to understand and act on issues of global signicance.INVESTIGATETHE WORLDRECOGNIZE PERSPECTIVESCOMMUNICATE IDEASTAKE ACTIONStudents investigate the world beyond their immediate environment.Students recognize their own and others perspectives.Students communicate their ideas effectively with diverse audiences.Students translate their ideas and ndings into appropriate actions to improve conditions.Students: Identify an issue, gener-ate a question, and explain the signicance of locally, regionally, or globally focused researchable questions. Use a variety of lan-guages and domes-tic and international sources and media to identify and weigh relevant evidence to address a globally signicant researchable question. Analyze, integrate, and synthesize evidence collected to construct coherent responses to globally signicant researchable questions. Develop an argument based on compelling evidence that considers multiple perspectives and draws defensible conclusions.Students: Recognize and express their own perspective on situations, events, issues, or phenom-ena and identify the inuences on that perspective. Examine perspec-tives of other people, groups, or schools of thought and identify the inuences on those perspectives. Explain how cultural interactions inuence situations, events, issues, or phenomena, including the develop-ment of knowledge. Articulate how differ-ential access to knowl-edge, technology, and resources affects quality of life and perspectives.Students: Recognize and express how diverse audiences may perceive differ-ent meanings from the same information and how that affects communication. Listen to and commu-nicate effectively with diverse people, using appropriate verbal and nonverbal behavior, lan-guages, and strategies. Select and use appro-priate technology and media to communicate with diverse audiences. Reect on how effec-tive communication affects understanding and collaboration in an interdependent world.Students: Identify and create opportunities for per-sonal or collaborative action to address situ-ations, events, issues, or phenomena in ways that improve conditions. Assess options and plan actions based on evi-dence and the poten-tial for impact, taking into account previous approaches, varied per-spectives, and potential consequences. Act, personally or col-laboratively, in creative and ethical ways to con-tribute to improvement locally, regionally, or globally and assess the impact of the actions taken. Reect on their capac-ity to advocate for and contribute to improve-ment locally, regionally, or globally.The Global Competence Matrix was created as part of the Council of Chief State School Ofcers EdSteps Projectin partnership with the Asia Society Partnership for Global Learning. 2011 by the Council of Chief State School Ofcers, Washington, DCAll rights reserved.www.edsteps.org 2GLOBAL COMPETENCE MATRIX FOR THE ARTSINVESTIGATE THE WORLD RECOGNIZE PERSPECTIVES COMMUNICATE IDEAS TAKE ACTIONStudents investigate the world beyond their immediate environment.Students use the arts to recognize their own and others perspectives.Students communicate their ideas effectively with diverse audiences using art.Students use the arts to translate their ideas into appropriate actions to improve conditions.Students: Identify themes or issues and frame research-able questions of local, regional, or global signicance that call for or emerge from investiga-tions in the arts. Identify, observe, and interpret a variety of domestic and interna-tional works of visual or performing art, materials, and ideas, and determine their relevance to globally signicant themes. Analyze, integrate, and synthesize insights to envi-sion and create an artistic expression of globally signicant themes, and submit this expression for critique. Engage in critical con-versations based on compelling evidence and consider multiple perspec-tives to draw defensible conclusions about the effectiveness of a work of art to illuminate globally signicant themes. Students: Recognize and express their own artistic perspec-tives and sensibilities, and determine how those are inuenced by their back-ground and experience in the world; conversely, determine how their per-spectives and sensibilities about the world are inu-enced by their experience in the arts. Examine how the artistic perspectives and sensibili-ties of different individu-als, groups, and schools of thought are inuenced by their experience in the world and, conversely, how their views of the world are inuenced by experience in the arts. Explain how cultural interaction inuences the development of artistic products, ideas, con-cepts, knowledge, and aesthetics. Explore and describe how, despite differential access to knowledge, technology, and resources, individu-als and groups produce meaningful art that enables human expression and connection around the world. Students: Examine how diverse audi-ences may interpret and react to artistic expressions differently. Appreciate a variety of artistic expressions and use artistic repertoires, forms, or media to communicate with diverse audiences around the world. Select and use appropriate technologies to enhance the effectiveness and reach of a work of art. Reect on how the arts impact understanding and collaboration in an interde-pendent world.Students: Identify existing and innovative opportunities to use the arts, person-ally and collaboratively, to contribute to improve-ments locally, regionally, or globally. Assess options for the use of the arts and plan actions considering avail-able evidence, previous approaches, and potential consequences. Use the arts to act, both personally and collab-oratively, in creative and ethical ways to contribute to improvements locally, regionally, or globally, and reect on the impact of the actions taken. Reect on their capacity to advocate for and con-tribute to improvements locally, regionally, or glob-ally through the arts.Global Competence is the capacity and disposition to understand and acton issues of global signicance. The global competence matrices help explain Global Competence and how to apply it. They were created as part of the Council of Chief State School Ofcers EdSteps Project, in partnership withthe Asia Society Partnership for Global Learning. 2011 by the Council of Chief State School Ofcers, Washington, DCAll rights reserved.www.edsteps.org 3GLOBAL COMPETENCE MATRIX FOR ENGLISH LANGUAGE ARTS INVESTIGATE THE WORLD RECOGNIZE PERSPECTIVES COMMUNICATE IDEAS TAKE ACTIONStudents investigate the world beyond their immediate environment.Students recognize their own and others perspectives.Students communicate their ideas effectively with diverse audiences.Students translate their ideas and ndings into appropriate actions to improve conditions.Students: Explore a range of domestic and interna-tional texts and media to identify and frame researchable questions of local, regional, or global signicance. Use a variety of domes-tic and international sources, media, and lan-guages to identify and weigh relevant evidence to addressglobally signicant researchable questions. Analyze, integrate, synthesize, and appro-priately cite sources of evidence collected to construct coherent responses to globally signicant researchable questions. Develop and logically and persuasively pres-ent an argument based on compelling evidence that considers multiple perspectives and draws defensible conclusions about a globally signi-cant issue.Students: Recognize and express their own perspectives on situations, events, issues, or phenomena, and deter-mine how that perspective has developed or changed based on exposure to a variety of texts and media from different periods and cultures. Examine perspectives of other people, groups, or schools of thought within and about texts and media from around the world, and identify the inuences on those perspectives. Explain how cultural inter-actions within and around texts or media are impor-tant to the situations, events, issues, or themes that are depicted and to readers understandings of those texts and media. Explore and describe how differential access to literacy and to a range of works from different genres, periods, and places affects perspec-tives and quality of life.Students: Recognize and express how diverse audiences may perceive different meanings from the same texts or media and how those different perspec-tives effect communica-tion and collaboration. Use appropriate lan-guage, behavior, language arts strategies (reading, writing, listening, and speaking) and non-verbal strategies to effectively communicate with diverse audiences. Select and use appropri-ate technology, media, and literary genres to share insights, ndings, concepts, and proposals with diverse audiences. Reect on how effective communication in various genres impacts under-standing and collabora-tion in an interdependent world. Students: Identify and create opportunities for personal and collaborative actions, using reading, writing, speaking, and listening to address situations, events, and issues to improve conditions. Assess options and plan action based on evidence from text and media and the potential for impact, taking into account previ-ous approaches, varied perspectives, and poten-tial consequences. Use language arts skills to act, personally and collab-oratively, in creative and ethical ways to contribute to sustainable improve-ment, and assess the impact of the action. Reect on how effective reading, writing, listen-ing and speaking con-tribute to their capacity to advocate for and contribute to improve-ment locally, regionally, or globally.Global Competence is the capacity and disposition to understand and acton issues of global signicance. The global competence matrices help explain Global Competence and how to apply it. They were created as part of the Council of Chief State School Ofcers EdSteps Project, in partnership withthe Asia Society Partnership for Global Learning. 2011 by the Council of Chief State School Ofcers, Washington, DCAll rights reserved.www.edsteps.org 4GLOBAL COMPETENCE MATRIX FOR MATHEMATICS INVESTIGATE THE WORLD RECOGNIZE PERSPECTIVES COMMUNICATE IDEAS TAKE ACTIONStudents investigate the world beyond their immediate environment.Students recognize their own and others perspectives.Students communicate their ideas effectively with diverse audiencesStudents translate their ideas and ndings into appropriate actions to improve conditions.Students: Identify issues and frame researchable questions of local, regional, or global signicance that call for or emerge from a mathemati-cal or statistical approach. Select or construct appropriate mathemati-cal or statistical models or approaches to address globally signicant researchable questions. Conduct, assess, and synthesize mathematical or statistical analyses to develop or review evi-dence, draw conclusions, and make decisions con-cerning globally signicant questions. Interpret and apply the results of mathematical or statistical analyses to develop and defend an argument about a globally signicant issue.Students: Recognize and express their own perspective and understanding of the world, and determine how mathematics and statistics inuence and enhance that perspective and understanding. Examine how the perspec-tives of other people, groups, or schools of thought inuence the ways mathematical and statistical ndings are interpreted and applied,and, conversely, how an understanding of and access to mathematics and statistics inuences those perspectives. Explain how the devel-opment of mathemati-cal knowledge is based on the contributions of different cultures and inuenced by cultural interactions and how soci-eties and cultures are inu-enced by mathematics. Explore and describe how differential access to mathematical and statisti-cal knowledge, technol-ogy, and resources affects both the perspectives and quality of life of individuals and society.Students: Recognize and express how diverse audiences may perceive different meanings from the same mathematical or statistical information and how that affects communication and collaboration. Use appropriate language, behavior, and mathemati-cal and statistical repre-sentations to effectively communicate with diverse audiences. Select and use appro-priate technology and media to model, analyze, represent, and communi-cate mathematical ideas for diverse audiences and purposes. Reect on how mathemat-ics contributes to cross-cultural communication and collaboration in an interdependent world.Students: Identify and create oppor-tunities to use mathemati-cal or statistical analyses to enable personal or collaborative action that improves conditions. Use mathematical or statistical descriptions, representations, or mod-els to plan, weigh, and defendplausible and ethi-cal actions for addressing a globally signicant issue, taking into account previ-ous approaches, varied perspectives, and poten-tial consequences. Use mathematics and sta-tistics to support personal or collaborative, ethical, and creative action that contributes to sustainable improvement, and assess the impact of the action. Reect on how mathemat-ics and statistics con-tribute to their capacity to advocate for local, regional, and/or global improvement.Global Competence is the capacity and disposition to understand and acton issues of global signicance. The global competence matrices help explain Global Competence and how to apply it. They were created as part of the Council of Chief State School Ofcers EdSteps Project, in partnership withthe Asia Society Partnership for Global Learning. 2011 by the Council of Chief State School Ofcers, Washington, DCAll rights reserved. www.edsteps.org 5GLOBAL COMPETENCE MATRIX FOR SCIENCE INVESTIGATE THE WORLD RECOGNIZE PERSPECTIVES COMMUNICATE IDEAS TAKE ACTIONStudents use science to investigate the world.Students recognize their own and others perspectives through the study of science.Students communicate about science effectively with diverse audiences around the world.Students use their scientic knowledge and skills to translate their ideas and ndings into actions that improve conditions.Students: Identify issues and frame investigable questions of local, regional, or global signicance that call for a scientic approach or emerge from science. Use a variety of domestic and international sources to identify and weigh relevant scientic evi-dence to address globally signicant researchable questions. Design and conduct a scientic inquiry to collect and analyze data, con-struct plausible and coher-ent conclusions, and/or raise questions for further globally signicant study. Interpret and apply the results of a scientic inquiry to develop and defend an argument that considers multiple per-spectives about a globally signicant issue.Students: Recognize and express their own perspective on situations, events, issues, or phenomena, and determine how that perspective along with their entire understanding of the world is inuenced by science. Examine scientic ways of knowing and perspec-tives about science of other people, groups, and schools of thought, and identify the inuences on those perspectives. Explain how cultural interactions inuence the development of scientic knowledge. Explore and describe the consequences of differ-ential access to scientic knowledge and to the potential benets of that knowledge.Students: Recognize and express how diverse audiences may interpret differently and/or make different assumptions about the same scientic informa-tion and how that affects communication and collaboration. Use varying scientic practices, behaviors, and strategies to verbally and non-verbally communi-cate scientic information effectively with diverse audiences, including the international scientic community. Select and use appropri-ate technology and media to communicate about sci-ence and share data with experts and peers around the world. Reect on how effective communication affects sci-entic understanding and international collabora-tion in an interdependent world. Students: Identify and create oppor-tunities in which scientic analysis or inquiry can enable personal or collab-orative action to improve conditions. Assess options, plan actions, and design solu-tions based on scientic evidence and the poten-tial for impact, taking into account previous approaches, varied per-spectives and potential consequences. Act, personally or collab-oratively, in creative and ethical ways to implement scientically-based solu-tions that contribute to sustainable improvements, and assess the impact of the action. Reect on how scientic knowledge and skills con-tribute to their capacity to advocate for improve-ment locally, regionally, or globally.Global Competence is the capacity and disposition to understand and acton issues of global signicance. The global competence matrices help explain Global Competence and how to apply it. They were created as part of the Council of Chief State School Ofcers EdSteps Project, in partnership withthe Asia Society Partnership for Global Learning. 2011 by the Council of Chief State School Ofcers, Washington, DCAll rights reserved.www.edsteps.org 6GLOBAL COMPETENCE MATRIX FOR SOCIAL STUDIES INVESTIGATE THE WORLD RECOGNIZE PERSPECTIVES COMMUNICATE IDEAS TAKE ACTIONStudents investigate the world beyond their immediate environment.Students recognize and understand their own and others perspectives.Students communicate their ideas effectively with diverse audiences.Students translate their ideas and ndings into appropriate actions to improve conditions.Students: Identify issues and frame researchable questions of local, regional, or global signicance that call for or emerge from investiga-tions in the social sciences, Identify and weigh relevant evidence from primary and secondary documents, using a variety of domestic and interna-tional sources, media, and languages, to address globally signicant researchable questions. Analyze, integrate, and synthesize evidence using knowledge, methods, and critical skills in the social sciences to deepen their understanding of and con-struct coherent responses to globally signicant issues. Produce an account based on compelling social scientic evidence and multiple perspectives that exhibits understanding of a global issue and that raises new questions and/or advocates for action.Students: Recognize and express their own perspective on situations, events, issues, or phenomena, and identify the cultural, social, economical, political, geo-graphical, and historical inuences that inform that perspective. Examine the role of place, time, culture, society, and resources in the perspec-tives held by people, groups, and/or schools of thought. Explain how individuals, societies, events, and the development of knowl-edge are inuenced by the movement and interaction of ideas, goods, capital, and people. Explore and describe how geopolitical differ-ences, as well as access to knowledge, resources, and technology, affect the options, choices, and qual-ity of life of people around the world.Students: Recognize and express how diverse audiences may interpret and use the same information in differ-ent ways and for different purposes and how that affects communication and collaboration. Use the language of social scientists and adapt their modes of communication and behavior to interact effectively with diverse audiences. Select and use technol-ogy and media strategi-cally to create products, express views, and com-municate and collaborate with people of diverse backgrounds. Reect on how commu-nication contributes to or impedes understanding, collaboration, negotia-tion, and diplomacy in an interdependent world.Students: Identify and create opportunities for personal and collaborative action and civic engagement to contribute to sustainable improvements and quality of life. Assess options, plan actions, and engage in civil discourse, consider-ing previous approaches, varied perspectives, politi-cal viability, and potential consequences. Act, personally and collaboratively, in ways that are creative, ethi-cal, and informed by the knowledge and methods of the social sciences to contribute to sustainable improvement, and assess the impact of the action. Reect on their capacity to draw on the social sci-ences to advocate for and contribute to improve-ment locally, regionally, or globally.Global Competence is the capacity and disposition to understand and acton issues of global signicance. The global competence matrices help explain Global Competence and how to apply it. They were created as part of the Council of Chief State School Ofcers EdSteps Project, in partnership withthe Asia Society Partnership for Global Learning. 2011 by the Council of Chief State School Ofcers, Washington, DCAll rights reserved.www.edsteps.org 7GLOBAL COMPETENCE MATRIX FOR WORLD LANGUAGES INVESTIGATE THE WORLD RECOGNIZE PERSPECTIVES COMMUNICATE IDEAS TAKE ACTIONStudents investigate the world beyond their immediate environment.Students recognize their own and others perspectives.Students communicate their ideas effectively with diverse audiences.Students translate their ideas and ndings into appropriate actions to improve conditions.Students: Use knowledge of lan-guage and culture to identify issues and frame researchable questions of local, regional, or global signicance. Use a variety of domestic and international sources, media, and experiences in the target language to identify and weigh rel-evant evidence to address globally signicant researchable questions. Analyze, integrate, and synthesize evidence, tak-ing into account cultural and linguistic contexts, to construct coherent responses appropriate to globally signicant questions. Use their knowledge of language and culture to develop an argument based on compelling evidence that considers multiple perspectives and draws defensible conclu-sions about a globally signicant issue.Students: Recognize and express their own perspectives and understandings of the world, and deter-mine how language and culture inform and shape those perspectives and understandings. Examine the perspectives of other people, groups, or schools of thought and how language and culture inuences those perspectives. Explain how cultural and linguistic interac-tions inuence situations, events, issues, ideas, and language, includ-ing the development of knowledge. Explore and describe how different levels of language prociency and access to knowledge, technology, and resources affect opportunities and quality of life for individu-als and societies.Students: Recognize and express how linguistically diverse people may perceive dif-ferent meanings from the same words or non-verbal cues and how this impacts communication and collaboration. Use the target language for interpersonal, interpre-tive, and presentational purposes, including appropriate verbal and nonverbal behavior and strategies, to commu-nicate with the target culture. Select and use appropri-ate technology and media to connect with native speakers of the target language, present infor-mation, concepts, or ideas of global signicance, and/or develop creative products within the target language. Reect on how the use and knowledge of diverse languages promotes effective communication, understanding, and col-laboration with and within various cultures.Students: Use their native and stud-ied languages and culture to identify and create opportunities for personal or collaborative action to improve conditions. Use linguistic and cultural knowledge to assess options and plan actions, taking into account previ-ous approaches, varied perspectives, and poten-tial consequences. Use their native and stud-ied languages and cross-cultural knowledge to act, personally and collabora-tively, in creative and ethi-cal ways to contribute to sustainable improvement, and assess the impact of the action. Reect on how pro-ciency in more than one language contributes to their capacity to advo-cate for and contribute to improvement locally, regionally, or globally.Global Competence is the capacity and disposition to understand and acton issues of global signicance. The global competence matrices help explain Global Competence and how to apply it. They were created as part of the Council of Chief State School Ofcers EdSteps Project, in partnership withthe Asia Society Partnership for Global Learning. 2011 by the Council of Chief State School Ofcers, Washington, DCAll rights reserved.www.edsteps.org 8